Created in Canva
By: Grace Leech ST10286266PROFESSIONAL IDENTITY LOG
My teaching PhilosophyTask 2
My teaching philosophy has developed through a journey of learning, experiencing, questioning and reflecting. When I first entered my teaching degree, I had a very different understanding of what it meant to be a teacher. In First, Second and Third Year, I believed that an effective teacher was someone who was well prepared, organised, confident and able to explain content clearly. I thought that if I planned a good lesson, delivered the work correctly and maintained discipline, I was fulfilling my role as a teacher. I now realise that these things are important, but they only represent a small part of what teaching truly involves.As I approach the end of my final year, I can see how much my experiences have challenged and reshaped my beliefs. This year, in particular, I have been confronted with the harsh realities that many teachers experience every day. I have experienced the unpredictability of the classroom, the pressure of trying to meet different learners' needs, challenging behaviour, limited resources and the reality that learners bring experiences from outside the classroom that can influence their ability to learn. There have been moments when I have questioned myself and wondered whether I was doing enough. However, these experiences have been some of the most valuable parts of my development because they have forced me to move beyond what I believed teaching should look like and think more deeply about what my learners actually need.
At the heart of my teaching philosophy is the belief that education should develop the whole learner, not simply produce good marks. I believe education should give learners the knowledge, skills and confidence to understand the world around them and participate meaningfully within it. My understanding of constructivism has strongly influenced this belief. I understand learning as an active process in which learners construct meaning by connecting new knowledge to their existing experiences and understanding. This means that I cannot simply expect learners to listen to me and absorb information. They need opportunities to engage, question, explore, discuss and apply what they are learning. This understanding has changed the way I see myself as a teacher. I am not simply the person standing at the front of the classroom who has all the answers. I see myself as a facilitator of learning who guides learners while creating opportunities for them to develop their own understanding. I still recognise the importance of teacher explanation and direct instruction, particularly when learners are being introduced to new concepts, but I believe this should be balanced with opportunities for learners to take an active role in the learning process. My teaching methods are therefore influenced by learner-centred pedagogy. I want learners to be involved rather than passive. I use questioning, discussion, collaboration, practical activities, demonstrations, visual resources and real-life examples to encourage learners to engage with content. I believe that learning becomes more meaningful when learners can connect what happens in the classroom to their own lives and experiences.
My understanding of Vygotsky's social constructivist perspective has further strengthened my belief in interaction and collaboration. Learners can develop their understanding through communication with teachers and peers, and they can often learn from one another. This has encouraged me to create opportunities for learners to explain their thinking, discuss different ideas and work collaboratively. I have also come to appreciate the importance of scaffolding. Rather than expecting learners to immediately work independently, I believe I should provide the appropriate guidance and support they need before gradually allowing them to take greater responsibility for their learning. I have also developed a strong belief in differentiated teaching. My classroom experiences have shown me that learners do not all begin at the same point or learn at the same pace. A strategy that works for one learner may not work for another. I therefore believe that effective teaching requires me to adapt my resources, explanations, activities and support according to learner needs. Differentiation, for me, is not about having lower expectations of certain learners. It is about recognising that learners may need different pathways to reach meaningful learning outcomes. This connects closely to my understanding of inclusive education. As a teacher in the South African context, I recognise that learners come from diverse social, cultural, linguistic and economic backgrounds. These differences can shape how learners experience education. I do not want to make assumptions about a learner based only on their academic performance or behaviour. Instead, I want to understand the individual behind the learner and consider what may be influencing their participation and progress. This has been particularly important to me this year because I have seen that what happens outside the classroom does not simply disappear when a learner enters the school gates. Learners bring their experiences, emotions and circumstances with them. This has taught me to approach learners with greater empathy and to ask not only, “Why is this learner struggling?” but also, “What can I do differently to support this learner?”Click here
Another core part of my philosophy is the belief that relationships are fundamental to learning. I have learned that a learner who feels respected, valued and safe is more likely to participate, ask questions and take risks. This connects with the social and relational dimensions of learning because learning does not happen in isolation. The classroom environment influences how learners experience education. I therefore want to establish a classroom based on respect, trust, consistency and belonging. I believe in having clear expectations and boundaries, but I do not want discipline to be based on fear. My goal is to develop learners' responsibility and self-regulation while maintaining a supportive environment. I want learners to understand that I have high expectations because I believe in their abilities, not because I expect perfection. I also believe strongly that mistakes are part of learning. I want my classroom to be a place where learners feel comfortable saying, “I don't understand,” or attempting an answer even when they are unsure. If learners are afraid of being wrong, they may avoid participating altogether. I therefore want to encourage a classroom culture in which mistakes are used as opportunities to reflect, receive feedback and try again. My understanding of assessment has also changed throughout my teaching journey. Initially, I viewed assessment mainly as a way of determining whether learners had understood the work and assigning them a mark. I now understand assessment as an ongoing part of teaching and learning. Through formative assessment, I can identify misconceptions, monitor progress and make decisions about what learners need next. For example, questioning during a lesson, observing learners while they work or asking them to explain their thinking can provide valuable information about their understanding. If I notice that several learners are struggling with the same concept, I need to reflect on my teaching rather than simply assuming that the learners have failed to understand. Assessment therefore informs not only my understanding of learners but also my understanding of my own teaching.
This connects to my belief in reflective practice. One of the most significant things I have learned throughout my teaching journey is that a teacher cannot remain static. I need to continually reflect on my decisions and question my assumptions. After a lesson, I want to consider what worked, what did not work, which learners were engaged, which learners may have been left behind and what I could change next time. My theoretical understanding has therefore become connected to my practical experience. Theory informs my practice, practice challenges my assumptions, and reflection allows me to improve both. This has been particularly important in my final year because I have realised that knowing a theory does not automatically make me an effective teacher. I need to understand how to apply theoretical ideas thoughtfully within the realities of my classroom. There have been moments this year when a carefully planned lesson did not work as I expected. In the past, I may have viewed this as a failure. I now see it differently. These moments have taught me that responsive teaching is essential. Sometimes I need to slow down, explain something differently, change an activity or provide additional support. Being a good teacher does not mean that everything always goes according to plan. It means recognising when something is not working and being willing to change it Despite the challenges I have experienced, there have also been moments that have reminded me why I chose teaching. Seeing a learner finally understand something they have struggled with, watching a learner who was once hesitant become confident enough to participate, or knowing that I have made a learner feel capable has been incredibly meaningful to me. These moments have shown me that teaching is not simply a career. It is a responsibility and, in many ways, a relationship built on trust and influence. As I approach the end of my journey as a student teacher, I know that I will never have every answer. I will continue to encounter difficult learners, challenging situations and lessons that do not go according to plan. However, I no longer see this uncertainty as something to fear. I see it as part of the profession and part of my continued growth. I want to be a learner-centred, inclusive, reflective and compassionate teacher. I want my teaching to be informed by educational theory but grounded in the realities of my learners. I want to create learning experiences that challenge learners intellectually while also supporting them emotionally. I want to have high expectations while recognising that learners may need different kinds of support to reach those expectations. Ultimately, I believe that teaching is about more than transferring knowledge; it is about creating the conditions in which learners can discover what they are capable of. My journey has taught me that every learner enters the classroom with a different story, and it is my responsibility to meet them where they are while helping them move forward.
My final year has shown me the difficult realities of teaching, but it has also deepened my passion for the profession. I have learned that I will make mistakes, that some days will be difficult and that I will sometimes question myself. But I have also learned that those moments can shape me into a better teacher if I am willing to reflect and grow from them. As I prepare to enter the profession, I want my learners to remember more than the content I taught them. I want them to remember that I believed in them. I want them to feel that their voices mattered, that their mistakes did not define them and that they were capable of achieving more than they thought possible. My philosophy is therefore simple at its heart: teach with knowledge, lead with empathy, reflect with honesty, and never stop learning from the learners in front of me.
Classroom Management ToolTask 3
The classroom management tool was grounded primarily in B.F. Skinner’s theory of operant conditioning, which is based on the behaviourist understanding that behaviour is influenced by the consequences that follow it. Skinner (1953) explains that behaviours followed by reinforcing consequences are more likely to be repeated, while behaviours that do not produce reinforcement are less likely to be maintained. This principle was applied through the use of a group points system, which was designed to increase desirable classroom behaviours by consistently recognising and rewarding them. The system specifically incorporated positive reinforcement, one of the central principles of operant conditioning. Positive reinforcement occurs when something desirable is introduced following a behaviour, resulting in an increased likelihood that the behaviour will be repeated. In my classroom, learners could earn a point when they demonstrated behaviours that supported learning, such as listening while another person was speaking, following instructions, participating appropriately, remaining focused and cooperating with their group members. The point therefore served as a reinforcing consequence that followed the desired behaviour. For example, when learners remained focused during an activity and were awarded a point, they received immediate recognition that their behaviour was appropriate. Through repeated experiences of this kind, learners could begin to associate positive classroom behaviour with a desirable outcome. The immediacy of the reinforcement was particularly important. In operant conditioning, the closer the consequence occurs to the behaviour, the clearer the connection between the behaviour and its outcome. In the classroom, points were awarded while the positive behaviour was occurring or shortly afterwards. This allowed young learners to understand exactly why they had received recognition. Rather than simply telling learners to “behave,” the system provided a concrete indication of what appropriate behaviour looked like. This made abstract classroom expectations more visible and understandable for Foundation Phase learners.
The system also demonstrates Skinner’s idea that reinforcement can strengthen behaviour through repetition. The intention was not for one point to permanently change a learner’s behaviour, but for repeated reinforcement to gradually establish desirable behaviours as classroom routines. For example, if a group consistently received points for listening attentively, learners were repeatedly exposed to the relationship between attentive listening and positive recognition. Over time, this could contribute to learners developing more consistent behavioural patterns. The classroom management tool therefore moved beyond simply rewarding isolated incidents and attempted to shape behaviours that were beneficial to the overall learning environment. Another important aspect of the system was that it focused on reinforcing specific behaviours rather than simply rewarding learners for being “good.” This is consistent with behaviourist principles because the behaviour being reinforced needs to be identifiable. Learners were therefore able to understand what actions contributed to earning a point. Listening, cooperation, participation and following instructions were explicitly communicated as behaviours that were valued. This helped establish clear expectations and allowed learners to receive feedback about their behaviour in a concrete way. The system also incorporated negative punishment, another concept associated with operant conditioning. When a group repeatedly failed to follow the agreed classroom expectations, a point could be removed. Negative punishment occurs when a desirable stimulus is taken away following an undesirable behaviour, with the purpose of decreasing the likelihood of that behaviour occurring again. In this context, the removal of a point represented the loss of something that the group valued. However, the intention was not to create fear or humiliation, but to establish a predictable consequence within the existing classroom system. This provided learners with an opportunity to recognise that their behaviour could have consequences for the group.
The combination of positive reinforcement and negative punishment meant that the system addressed both desirable and undesirable behaviour. However, greater emphasis was placed on positive reinforcement. This was important because it encouraged me to focus on recognising what learners were doing correctly rather than constantly responding to inappropriate behaviour. From a behaviourist perspective, reinforcing desirable behaviours provides a mechanism through which those behaviours can become more frequent. This shifted my classroom management approach from simply reacting to misbehaviour towards deliberately creating conditions that encouraged appropriate behaviour. The system also relates to Skinner’s concept of behaviour shaping. Shaping involves reinforcing behaviours that progressively move an individual towards a desired behavioural outcome. In a Foundation Phase classroom, learners are still developing skills such as self-regulation, cooperation, sustained attention and appropriate participation. It would therefore be unrealistic to expect learners to demonstrate these behaviours consistently without guidance and reinforcement. By recognising smaller examples of appropriate behaviour, such as a group settling quickly, listening to instructions or working cooperatively, the system provided reinforcement for behaviours that contributed towards the broader goal of responsible classroom conduct. The reward structure further strengthened the behavioural system. I initially used a star card as the reward, where learners could take this card home and show their parents for demonstrating positive behaviour. However, through observing the learners, I realised that they were more motivated by small edible rewards such as sweets. I therefore adapted the reward system to better suit their interests and motivational needs. This demonstrated the importance of observing learners and evaluating whether a reinforcement is actually effective in encouraging the desired behaviour. While the individual point provided immediate reinforcement, the accumulation of points created a longer-term goal, with the group working towards a small reward at the end of the day. The visible accumulation of points helped maintain motivation and encouraged learners to continue demonstrating appropriate behaviour across different activities.
The group-based nature of the system can additionally be understood through Albert Bandura’s Social Learning Theory. Bandura (1977) argues that learning can occur through observation, imitation and the consequences experienced by others. In the classroom, learners could observe peers receiving points for appropriate behaviour and recognise which behaviours contributed to positive outcomes for the group. For example, when one learner listened carefully and the group received a point, other learners could observe the connection between the behaviour and the reward. This created opportunities for observational learning, as learners were able to learn behavioural expectations not only through direct reinforcement but also by watching their peers. The group structure also introduced an element of social reinforcement. Because points were awarded to the group, learners became aware that their individual behaviour could affect the success of their peers. Learners could encourage one another to listen, participate and follow instructions because positive behaviour benefited the entire group. This meant that classroom management was not entirely dependent on teacher intervention. Learners began to participate in maintaining the behavioural expectations of the classroom, creating a greater sense of collective responsibility. However, the use of a group-based reward system also required careful consideration from a theoretical perspective. Behaviourism can place strong emphasis on external rewards, which may result in learners becoming motivated primarily by the consequence rather than developing an internal understanding of why a behaviour is valuable. For this reason, I recognised that the points should not become the sole reason for learners to behave appropriately. Verbal praise, acknowledgement and explanations about how behaviours contribute to learning and respectful relationships were also important. This allowed the system to function as a support for behaviour development rather than simply making learners dependent on rewards. Overall, the classroom management tool applied Skinner's operant conditioning through positive reinforcement, negative punishment and behaviour shaping, while also incorporating Bandura's Social Learning Theory through observation and peer influence. The points system provided clear and consistent consequences that encouraged positive behaviour and helped establish appropriate classroom routines. It also encouraged me to focus on recognising and reinforcing desirable behaviour rather than primarily correcting inappropriate behaviour.
See it in Action
CVTask 4Scan for LinkedIn Profile
Work Experience Professional Developement Workshops Summary+27 60 993 2889 Contact EducationGracekleech@gmail.comLinkedIn Bachelor of Education in Foundation Phase Teaching Emeris (IIE Varsity College) 2023-2026 NSC Grade 12 ST Stithians Girls’ College 2018-2022 Skills Creative Lesson Design Inquiry-Based Learning Inclusive Education Classroom Management Scaffolding Learner Support Effective Communication Collaboration and Team Work Educational Technology Integration Organisation and Time Management Research Assessment Design Adaptability Creativity and Problem-Solving Rowing Captain (2021) Class Representative (2023-2026) Golden Key International Honour Society (2025) Golden Key International Honour Society (2026) Vice Caption Celtic Harriers Running Club (2026)Awards and Achievements References Grace Kimberley Leech B.Ed Foundation Phase Student Final-year Bachelor of Education (Foundation Phase) student with teaching experience across Grades R–3 in both public and independent schools. I am passionate about creating inclusive, engaging, and learner-centred environments that foster the academic, social, and emotional development of young learners. As a dedicated and enthusiastic future educator I am committed to lifelong learning, professional growth, and making a meaningful contribution to education. Fuzlyn Nolan +27 082 301 7312 Morag Williamson +27 82 678 5233Coding and Robotics Using Technology in the Classroom Dyslexia Awareness and Strategies for Inclusive Education Innovative Lesson Design in Achieving CAPS Objectives Managing Learner Pregnancy in Public Schools Teach Like a Champion: Preservice Teachers Introduction to Intentional Rotational Small Group Teaching The Early Years learning environment Strategies for embracing all forms of diversity in the classroom Student Teacher - Windsor Primary (5 Weeks) This experience allowed me to develop my ability to teach foundational literacy and numeracy skills. I also learned how to adapt my teaching strategies and activities to meet the needs of a diverse class, ensuring that learners with different abilities and learning needs could participate meaningfully. Student Teacher - Wynberg Boys’ Junior (4 Weeks) During this placement, I gained experience working with young learners and supporting their development through age-appropriate activities. I also developed my ability to integrate technology into lessons to enhance learner engagement and make learning more interactive. Student Teacher - Plumstead Preparatory School (6 Weeks) During this placement, I strengthened my teaching skills by planning and presenting lessons across different subjects. I also gained valuable experience with assessment, learner support and maintaining a positive classroom environment. Student Teacher - Garden Village Primary (8 Weeks) This placement gave me valuable insight into the realities and challenges faced by many under-resourced schools, including limited access to teaching and learning resources. It challenged me to think creatively when planning lessons and to develop creative and resourceful teaching strategies to ensure that learning could still take place effectively. Babysitting Experience I have experience in babysitting, where I provided care and supervision for young children. Alongside their daily care, I incorporated educational activitie and age- appropriate learning exercises. This experience helped me develop patience, responsibility and the ability to create engaging activities that support children’s learning and development. Volunteer – Buns Nursery School I volunteered at BUN Nursery School, where I assisted with the care and supervision of young children. I supported the children through play-based and educational activities, helping to create a positive and engaging learning environment. This experience strengthened my patience, communication skills and ability to work effectively with young learners.
Teaching Experience ReflectionsTask 5
One of the strongest aspects of my online microteaching lesson was learner engagement. Throughout the lesson, learners were actively involved through questioning, class discussions, videos, interactive Nearpod activities, and the Canva Whiteboard task. The variety of activities helped to maintain learners' attention and encouraged active participation rather than passive listening. I also felt that the lesson flowed well, with each activity building on the previous one to develop learners' understanding of stars, planets, and the Solar System. The ICT tools supported the lesson effectively by making abstract concepts more visual and interactive, while the use of positive reinforcement through ClassDojo and frequent check-ins, such as asking learners to respond with gestures or follow simple instructions, helped to keep learners focused and motivated throughout the lesson. One of the strongest aspects of my lesson was its clear structure and progression. Each activity was intentionally sequenced to build on learners' prior knowledge before introducing new concepts and providing opportunities to apply what they had learnt. This helped create a smooth flow throughout the lesson and supported learners in developing their understanding without becoming overwhelmed. The use of purposeful questioning at different stages also allowed me to continuously assess learners' understanding, identify misconceptions, and adapt my explanations when necessary. Reflecting on this experience, I realised that effective online teaching requires more than well-designed activities; it depends on careful planning that deliberately sequences learning and uses questioning to guide thinking, monitor understanding, and deepen learners' conceptual knowledge throughout the lessonMicroteaching Reflection
One of the biggest challenges was planning my first online lesson and selecting ICT tools that would effectively support the learning objectives. I wanted each tool to have a clear purpose and work together to create an engaging learning experience, which required a great deal of planning and testing. It was also challenging to ensure that learners could easily navigate between Canva, Nearpod, videos, 3D models, and the whiteboard activity without disrupting the flow of the lesson. As this was my first time teaching online, I also had to think carefully about how I would keep learners engaged and monitor their participation throughout the lesson. To address these challenges, I shared all links before the lesson, provided clear step-by-step instructions, used Nearpod's Teacher Mode and a second device to monitor learners, and included regular interactive activities to maintain learner engagement. Although the planning process was time-consuming, it increased my confidence in using ICT purposefully and showed me the importance of careful preparation when teaching online. One of the most valuable lessons I learned from this experience was the importance of effective time management, particularly in an online learning environment. I realised that online activities, transitions between platforms, and learner responses often take longer than anticipated. As a result, it is essential to plan realistic time allocations and allow flexibility for unexpected delays, such as learners accessing links or experiencing technical difficulties I believe the lesson met the learning objectives that I set out to achieve. My knowledge for practiceinformed the planning of the lesson, particularly my understanding of the CAPS content, the characteristics of Foundation Phase learners, and the use of questioning and interactive activities to support learning. My knowledge in practice developed as I taught the lesson and responded to learners’ answers, questions and levels of participation. By monitoring their progress during the Nearpod activities, I was able to adjust my questioning and provide additional explanations where necessary. My knowledge of practice was developed through reflecting on the lesson afterwards. Reviewing learners’ responses and participation showed me that the intended outcomes were successfully achieved, as learners were able to distinguish between stars and planets, explain the importance of the Sun, identify the eight planets in the correct order, and recognise some of their unique characteristics. This reflection has helped me recognise the value of combining theoretical knowledge with responsive teaching and ongoing reflection to improve my future practice.
I believe the ICT tools selected were appropriate because they were purposefully chosen to support the learning objectives rather than simply add technology to the lesson. Each tool contributed differently to learners' understanding and engagement, while also addressing some of the challenges associated with teaching abstract scientific concepts in an online environment. Canva served as the main teaching platform because it allowed me to present the content in a structured and visually engaging way. The use of embedded videos, animations, hyperlinks, and interactive 3D models helped make concepts such as stars, planets, and the Solar System more concrete and accessible for Grade 3 learners. Since learners cannot observe these concepts directly, the visual representations supported conceptual understanding and maintained their attention throughout the lesson. Housing all of these resources within one presentation also reduced unnecessary navigation between multiple websites, helping the lesson flow more smoothly. Nearpod complemented the presentation by transforming learners from passive observers into active participants. Rather than simply listening to information, learners were required to apply their knowledge through interactive matching and fill-in-the-blank activities. Teacher Mode enabled me to monitor learner responses in real time, identify misconceptions immediately, and provide support where necessary. This also provided valuable formative assessment data, allowing me to evaluate whether learners were achieving the lesson objectives throughout the lesson rather than only at the end. Looking back, I feel the ICT tools complemented one another effectively and created a balanced learning experience that combined direct instruction, learner interaction, creativity, and ongoing assessment. Rather than replacing good teaching, the technology enhanced it by making learning more interactive, supporting continuous formative assessment, and helping learners visualise concepts that would otherwise be difficult to explain in an online setting. This experience also reinforced the importance of selecting ICT tools based on their educational value and how well they support the intended learning outcomes, rather than choosing technology simply because it is available.
A key lesson I learned from this experience is that the success of a lesson depends more on effective pedagogy than on the technology being used. While ICT made the online lesson engaging and interactive, it was the sequencing of the content, the quality of the questioning, and the opportunities for learners to actively participate that supported learning. This highlighted the importance of selecting teaching strategies first and then choosing resources that best support those strategies. I also learned the importance of scaffolding and sequencing. The lesson moved from familiar concepts, such as the Sun, Moon and stars, towards more complex concepts such as planets, orbits and the Solar System. I would maintain this sequence in a classroom environment because it allows learners to connect new knowledge to what they already understand. Teaching online also reinforced the importance of detailed planning and anticipating potential challenges before the lesson begins. I learned to consider how learners would transition between activities, how instructions should be communicated clearly, and how learning would continue if technical difficulties occurred. These planning skills are equally important in a physical classroom, where smooth transitions, well-prepared resources, and clear routines help maximise learning time and minimise disruptions. Finally, this experience strengthened my understanding of the importance of formative assessment throughout a lesson. Monitoring learners' responses during discussions and interactive activities enabled me to identify misconceptions immediately and adjust my teaching accordingly. In a classroom, I would continue to incorporate regular questioning, observation, and interactive activities to monitor learners' understanding and provide timely feedback. Overall, this experience demonstrated that although the teaching context may differ, the principles of effective teaching, careful planning, active learner participation, continuous assessment, and purposeful resource selection, remain the same. The feedback from my peers helped me identify areas that I could improve in my online microteaching lesson. One of the main areas identified was that the questions in the matching game were slightly more challenging than expected, which resulted in learners taking longer than anticipated to complete the activity. This showed me that I need to consider the learners’ level more carefully when designing activities and ensure that the questions and instructions are clear and appropriate for their ability.
I would also improve the online lesson by making sure that the activities are appropriately paced and that there is a balance between teacher explanation and learner participation. I would continue using ICT, such as videos, images and 3D models, because these resources helped make the Solar System content more visual and engaging. However, I would refine the activities based on the feedback so that they are accessible to the learners while still providing an appropriate level of challenge. Overall, the feedback helped me recognise that learner engagement is not only about making an activity interactive, but also about ensuring that the level of difficulty, instructions and timing are appropriate for the learners.Have a look at the presentation here (Teacher’s Version)Have a look at the leaners’ activities.
My experience of Service-learning through the Team Read Social Action Project has changed the way I understand the purpose of literacy and my responsibility as a future teacher. The project began with an identified need at Garden Village Primary School: many Foundation Phase learners experienced difficulties with reading fluency, comprehension, vocabulary and reading for meaning, while limited resources and socioeconomic circumstances restricted opportunities to access books outside of school. What initially appeared to me as a literacy problem became something much deeper. I realised that unequal access to books can also mean unequal access to imagination, knowledge and possibility. For a child who may have very few books at home, a book can provide an opportunity to enter a different world, encounter new ideas and, even temporarily, escape the circumstances around them. I believe Team Read was effective because it did not rely on one intervention. The awareness campaign made reading visible through posters, announcements, QR codes and displays of teachers’ favourite books. The educational component provided read-aloud stories, comprehension activities, phonics resources, vocabulary games and sight-word activities. The parent resources extended literacy beyond the classroom, while the book drive aimed to increase the number of physical books available to learners. The digital library was particularly significant because it created a resource that could remain accessible after the project ended. Together, these components made me recognise that improving literacy is not simply about teaching a child to decode words; it is about creating an environment where reading is accessible, valued and enjoyable.Service Learning Reflection
One of my most valuable challenges occurred when implementing the matching game. Some questions were more difficult than I had anticipated, and learners required more time to complete the activity. This forced me to critically examine my own assumptions rather than placing the difficulty on the learners. I realised that knowing the content does not automatically mean knowing how learners will experience it. In future, I would provide more modelling, scaffolding and differentiated levels of difficulty. This experience taught me that reflection must lead to action; identifying a weakness in my teaching is only valuable if I use that insight to improve my next attempt. Team Read developed my creativity, communication, organisation, collaboration and problem-solving skills, but its greatest impact was on my values. I developed a stronger sense of empathy, patience and responsibility towards learners whose educational experiences are shaped by circumstances beyond their control. I also learned that meaningful service is not about “helping” others from a position of superiority. It is about listening to a community, identifying a genuine need and creating something that can continue to provide value. Personally, Team Read has strengthened my sense of purpose as a teacher. I now see literacy not only as a foundation for academic success, but as a means of giving learners access to possibilities beyond their immediate circumstances. The experience has made me want to become a teacher who does more than deliver the curriculum: I want to create opportunities that help learners believe that their circumstances do not have to define the limits of what they can imagine or achieve.
I experienced the three full days in the “Life of a Teacher” role as challenging, overwhelming at first, but ultimately very valuable. The first day was particularly tough because I quickly realised how many moving parts there are in a teacher’s day. It was not simply about teaching lessons; I also had to think about learner behaviour, keeping to the timetable, preparing resources, supporting individual learners and responding to unexpected situations. I found this overwhelming because things do not always go according to plan, and when one activity took longer than expected, it affected the rest of the day. The first day taught me the importance of being organised and prepared. I realised that having resources ready, knowing what needed to be done and thinking ahead made it much easier to manage the different responsibilities. At the same time, I learnt that preparation alone is not enough, as teachers also need to be flexible and able to adapt when situations change. The second and third days were much easier because I had a better understanding of what to expect. I was more organised with my time and became more comfortable managing the different responsibilities throughout the day. I also felt more confident when things did not go according to plan, as I was able to adapt rather than becoming overwhelmed. Overall, the three days gave me a realistic insight into the demands of being a teacher. It showed me that teaching requires organisation, preparation, flexibility and the ability to manage many responsibilities at the same time. Although the first day was difficult, it helped me develop greater confidence and prepared me to approach the following days more effectively.Becoming A Professional Teacher
During the first four weeks of Teaching Experience, I was expected to take on a high level of teaching and professional responsibility from the beginning. I was expected to manage many aspects of the classroom independently, including planning and teaching lessons, managing learner behaviour, preparing resources, following the timetable and responding to individual learner needs. This was particularly challenging because the school environment itself was extremely demanding. The classroom was overcrowded, resources were limited and there were many different learner needs that required attention. As a result, I often felt that I was managing several challenges at once. Another difficulty was that I did not receive as much guidance or support from my mentor teacher as I had expected. I often had to work things out independently and make decisions without much direction or constructive feedback. Initially, this was frustrating and made me question whether I was doing things correctly. However, it also forced me to become more independent and take greater ownership of my teaching. I had to reflect on my own practice, identify what was working and find ways to respond when things did not go according to plan. By the last four weeks, I felt that I had developed considerably. I was more confident in managing the classroom, making decisions and dealing with unexpected situations. I had also become more organised and better at anticipating what needed to be done. I no longer felt as overwhelmed by the responsibilities because I had developed strategies through experience and had become more confident in trusting my own judgement. Looking back, I would have benefited from more consistent mentorship and professional guidance, particularly during the beginning of my placement. At the same time, being given significant responsibility in such a challenging environment pushed me to develop independence, resilience and initiative. The experience made me realise that teaching requires much more than delivering lessons; it requires the ability to manage complex situations, make professional decisions and continually reflect on how I can improve my practice.
One of the most challenging aspects of my Teaching Experience was dealing with the wider school environment and some of the attitudes I observed towards learners. Many learners came from difficult socioeconomic circumstances, and I found it particularly difficult to see situations where there appeared to be a lack of empathy or understanding towards what learners were experiencing outside of school. I also struggled with the use of very harsh forms of punishment, as this did not align with my own beliefs about how learners should be supported and managed. I found the lack of caregiver involvement challenging as well. There were times when learners clearly needed additional support, but there was little communication or involvement from home. I also found it difficult to see a lack of enthusiasm and passion from some teachers. This was challenging because I entered teaching with a strong sense of purpose and a desire to make a meaningful difference in learners’ lives. At times, I found myself thinking about the kind of teacher I did not want to become. I addressed these challenges by focusing on what I could control: my own classroom, my relationships with learners and the way I responded to their needs. Rather than allowing the environment to change my approach, I used these experiences to reflect more deeply on my own values as a teacher. I made a conscious effort to show learners patience, empathy and encouragement, particularly when I knew that their behaviour or academic struggles could be connected to circumstances beyond the classroom. Although these experiences were difficult, they were also some of the most important learning experiences of my Teaching Experience. They helped me clarify the type of teacher I want to be. I learnt that being a professional teacher is not only about delivering the curriculum, but also about recognising learners as individuals, understanding their circumstances and creating a classroom where they feel respected and supported. Most importantly, the experience reinforced that I do not want difficult circumstances within a school to take away my passion for teaching.
As I prepare to enter the teaching profession, I feel that I am considerably more ready and confident than I was at the beginning of my Teaching Experience. The practical experience has given me a much more realistic understanding of what being a teacher involves. I feel most confident in my ability to plan and present lessons, build relationships with learners, manage a classroom and adapt my teaching when things do not go according to plan. I have also become more confident in taking initiative and making decisions independently rather than always relying on someone else for direction. One of the biggest areas of growth has been my confidence. Being placed in a challenging school environment and having to take on significant responsibility from the beginning forced me to develop resilience and trust my own judgement. I now feel more capable of dealing with difficult classroom situations and different learner needs. I also feel confident in my ability to create engaging lessons and use different strategies to make learning meaningful and accessible to learners. However, I recognise that being ready to enter the profession does not mean that I have everything figured out. I would like to continue developing my classroom management, particularly when dealing with challenging behaviour and larger groups of learners. I also want to strengthen my ability to support learners with different academic, emotional and socioeconomic needs. Another area I would like to develop is my professional confidence when communicating with parents, colleagues and other members of the school community. Most importantly, I want to continue developing my ability to maintain my passion and empathy as a teacher, even when working in difficult circumstances. My Teaching Experience showed me the kind of teacher I want to be, as well as the kind of teacher I do not want to become. I am leaving the experience feeling prepared to begin my career, but also aware that teaching is a profession in which I will always need to learn, reflect and grow.
Reflecting on my Mentor Teacher’s comments and feedback, I can see that my teaching practice improved significantly during this final Teaching Experience. The feedback highlighted that I maintained a professional attitude, was punctual and reliable, built positive relationships with learners and staff, and showed genuine care for the learners. It also recognised my effort and initiative, particularly my willingness to use my time productively and take opportunities to develop my professional skills. One of the biggest areas of improvement was my ability to reflect on my teaching and use that reflection to inform future lessons. My Mentor Teacher specifically noted that I identified areas for improvement and used these reflections when planning subsequent lessons. I became less focused on simply getting through a lesson and more aware of whether learners were actually understanding, participating and benefiting from the strategies I was using. This helped me become more flexible and willing to change my approach when something was not working. I also developed greater confidence in managing the classroom and taking responsibility for my teaching. This is reflected in my “Life of a Teacher” assessment, where I received full marks for teaching, administrative duties and adopting the role of the teacher during both blocks. This is particularly meaningful to me because the school environment was extremely challenging, and I often had to rely on my own judgement and initiative rather than receiving extensive guidance. The feedback also reinforced that I had developed professionally beyond simply delivering lessons. My Mentor Teacher described me as showing genuine interest, enthusiasm and passion for working with learners and stated that I demonstrated the qualities and potential needed to become a caring, responsible and effective teacher. All four of the programme’s exit- level outcomes were also rated at the highest level, including my subject and pedagogical knowledge, ability to adapt teaching to diverse learners, assessment practices, and critical reflection on my professional practice. Overall, I feel that this Teaching Experience helped me move from being a student who is learning to teach to beginning to see myself as a teacher. I have become more confident, independent, reflective and willing to take initiative. The experience also showed me that I still have areas to develop, particularly as I enter my first year of teaching, but I now feel much more capable of learning from my experiences and continually improving my practice.
Based on my Teaching Experience, I believe my key strengths as a beginner teacher are my passion for teaching, ability to build positive relationships with learners, initiative, adaptability and reflective practice. My Mentor Teacher commented that I maintained a professional attitude, was reliable and committed to my responsibilities, while also building positive relationships with learners and staff and showing genuine care for the learners. I also believe that independence and resilience have become important strengths. Being placed in a challenging school environment and having to take on significant responsibility from the beginning pushed me outside of my comfort zone. I learnt to trust my own judgement, solve problems independently and continue with my responsibilities even when I did not always have guidance or support. I have also become a more reflective practitioner, as I learnt to evaluate my lessons honestly and use what I learnt to improve my future planning and teaching. My Mentor Teacher specifically recognised my ability to reflect on lessons and use these reflections to develop my practice. For my continued professional development, I would like to focus on classroom management, differentiation and assessment. I want to become more confident in managing challenging behaviour while still maintaining a positive and respectful classroom environment. I would also like to develop my ability to differentiate lessons effectively so that I can meet the needs of learners working at different levels. In addition, I want to strengthen my assessment practices so that I can use evidence of learners’ understanding to identify gaps and adapt my teaching accordingly.
THANK YOU!